2 About This Test The TExES English as a Second Language Supplemental (154) test is designed to assess whether an examinee has the requisite knowledge and skills that an entrylevel educator in this field in Texas public schools must possess. The 70 multiplechoice questions are based on the English as a Second Language Supplemental test framework. The test may contain questions that do not count toward the score. The Test Framework The English as a Second Language Supplemental test framework is based on the educator standards for this field. The content covered by the test is organized into broad areas of content called domains. Each domain covers one or more of the educator standards for this field. Within each domain, the content is further defined by a set of competencies. Each competency is composed of two major parts: The competency statement, which broadly defines what an entry-level educator in this field in Texas public schools should know and be able to do. The descriptive statements, which describe in greater detail the knowledge and skills eligible for testing. The educator standards being assessed within each domain are listed on the next page. These are followed by a complete set of the framework s competencies and descriptive statements. Read each competency with its descriptive statements to get a more specific idea of the knowledge you will be required to demonstrate on the test. TExES English as a Second Language Supplemental (154) Page 2 of 13

3 Educator Standards English as a Second Language Standard I The ESL teacher understands fundamental language concepts and knows the structure and conventions of the English language. English as a Second Language Standard II The ESL teacher has knowledge of the foundations of ESL education and factors that contribute to an effective multicultural and multilingual learning environment. English as a Second Language Standard III The ESL teacher understands the processes of first- and second-language acquisition and uses this knowledge to promote students language development in English. English as a Second Language Standard IV The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate ESL instruction. English as a Second Language Standard V The ESL teacher has knowledge of the factors that affect ESL students learning of academic content, language and culture. English as a Second Language Standard VI The ESL teacher understands formal and informal assessment procedures and instruments (language proficiency and academic achievement) used in ESL programs and uses assessment results to plan and adapt instruction. English as a Second Language Standard VII The ESL teacher knows how to serve as an advocate for ESL students and facilitate family and community involvement in their education. TExES English as a Second Language Supplemental (154) Page 3 of 13

4 Domains and Competencies DOMAIN I LANGUAGE CONCEPTS AND LANGUAGE ACQUISITION Standards Assessed: English as a Second Language I, III Competency 001: The ESL teacher understands fundamental language concepts and knows the structure and conventions of the English language. A. Understands the nature of language and basic concepts of language systems (e.g., phonology, morphology, syntax, lexicon, semantics, discourse, pragmatics) and uses this understanding to facilitate student learning in the ESL classroom. B. Knows the functions and registers of language (e.g., social versus academic language) in English and uses this knowledge to develop and modify instructional materials, deliver instruction and promote ESL students English-language proficiency. C. Understands the interrelatedness of listening, speaking, reading and writing and uses this understanding to develop ESL students English-language proficiency. D. Knows the structure of the English language (e.g., word formation, grammar, vocabulary and syntax) and the patterns and conventions of written and spoken English and uses this knowledge to model and provide instruction to develop the foundation of English mechanics necessary to understand content-based instruction and accelerated learning of English in accordance with the English Language Proficiency Standards (ELPS). TExES English as a Second Language Supplemental (154) Page 4 of 13

5 Competency 002: The ESL teacher understands the processes of first-language (L1) and second-language (L2) acquisition and the interrelatedness of L1 and L2 development. A. Knows theories, concepts and research related to L1 and L2 acquisition. B. Uses knowledge of theories, concepts and research related to L1 and L2 acquisition to select effective, appropriate methods and strategies for promoting students English-language development at various stages. C. Knows cognitive processes (e.g., memorization, categorization, generalization, metacognition) involved in synthesizing and internalizing language rules for second-language acquisition. D. Analyzes the interrelatedness of first- and second-language acquisition and ways in which L1 may affect development of L2. E. Knows common difficulties (e.g., idiomatic expressions; L1 interference in syntax, phonology and morphology) experienced by ESL students in learning English and effective strategies for helping students overcome those difficulties. TExES English as a Second Language Supplemental (154) Page 5 of 13

6 DOMAIN II ESL INSTRUCTION AND ASSESSMENT Standards Assessed: English as a Second Language I, III VI Competency 003: The ESL teacher understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate instruction. A. Knows applicable Texas Essential Knowledge and Skills (TEKS) and the English Language Proficiency Standards (ELPS) and knows how to design and implement appropriate instruction to address the domains of listening, speaking and reading and writing. B. Knows effective instructional methods and techniques for the ESL classroom, and selects and uses instructional methods, resources and materials appropriate for addressing specified instructional goals and promoting learning in students with diverse characteristics and needs. C. Applies knowledge of effective practices, resources and materials for providing content-based ESL instruction, engaging students in critical thinking and fostering students communicative competence. D. Knows how to integrate technological tools and resources into the instructional process to facilitate and enhance student learning. E. Applies effective classroom management and teaching strategies for a variety of ESL environments and situations. TExES English as a Second Language Supplemental (154) Page 6 of 13

7 Competency 004: The ESL teacher understands how to promote students communicative language development in English. A. Knows applicable Texas Essential Knowledge and Skills (TEKS) and the English Language Proficiency Standards (ELPS) and knows how to design and implement appropriate instruction to address the proficiency level descriptors for the beginning, intermediate, advanced and advanced-high levels in the listening and speaking domains. B. Understands the role of the linguistic environment and conversational support in second-language development and uses this knowledge to provide a rich, comprehensible language environment with supported opportunities for communication in English. C. Applies knowledge of practices, resources and materials that are effective in promoting students communicative competence in English. D. Understands the interrelatedness of listening, speaking, reading and writing and uses this knowledge to select and use effective strategies for developing students oral language proficiency in English in accordance with the ELPS. E. Applies knowledge of effective strategies for helping ESL students transfer language skills from L1 to L2. F. Applies knowledge of individual differences (e.g., developmental characteristics, cultural and language background, academic strengths, learning styles) to select focused, targeted and systematic second language acquisition instruction to English-language learners in grade 3 or higher who are at the beginning or intermediate level of English-language proficiency in listening and/or speaking in accordance with the ELPS. G. Knows how to provide appropriate feedback in response to students developing English-language skills. TExES English as a Second Language Supplemental (154) Page 7 of 13

8 Competency 005: The ESL teacher understands how to promote students literacy development in English. A. Knows applicable Texas Essential Knowledge and Skills (TEKS) and the English Language Proficiency Standards (ELPS) and knows how to design and implement appropriate instruction to address the proficiency level descriptors for the beginning, intermediate, advanced and advanced-high levels in the reading and writing domains. B. Understands the interrelatedness of listening, speaking, reading and writing and uses this knowledge to select and use effective strategies for developing students literacy in English. C. Understands that English is an alphabetic language and applies effective strategies for developing ESL students phonological knowledge and skills (e.g., phonemic awareness skills, knowledge of English letter-sound associations, knowledge of common English phonograms) and sight-word vocabularies (e.g., phonetically irregular words, high-frequency words). D. Knows factors that affect ESL students reading comprehension (e.g., vocabulary, text structures, cultural references) and applies effective strategies for facilitating ESL students reading comprehension in English. E. Applies knowledge of effective strategies for helping students transfer literacy knowledge and skills from L1 to L2. F. Applies knowledge of individual differences (e.g., developmental characteristics, cultural and language background, academic strengths, learning styles) to select focused, targeted and systematic second language acquisition instruction to English-language learners in grade 3 or higher who are at the beginning or intermediate level of English-language proficiency in reading and/or writing in accordance with the ELPS. G. Knows personal factors that affect ESL students English literacy development (e.g., interrupted schooling, literacy status in the primary language, prior literacy experiences) and applies effective strategies for addressing those factors. TExES English as a Second Language Supplemental (154) Page 8 of 13

9 Competency 006: The ESL teacher understands how to promote students content-area learning, academic-language development and achievement across the curriculum. A. Applies knowledge of effective practices, resources and materials for providing content-based ESL instruction that is linguistically accommodated (communicated, sequenced and scaffolded) to the student s levels of Englishlanguage proficiency; engaging students in critical thinking; and developing students cognitive-academic language proficiency across content areas. B. Knows instructional delivery practices that are effective in facilitating ESL students application of various learning strategies (e.g., preteaching key vocabulary; helping students apply familiar concepts from their cultural backgrounds and prior experiences to new learning; using metacognition, using hands-on and other experiential learning strategies; using realia, media and other visual supports [graphic organizers] to introduce and/or reinforce concepts) across content areas. C. Applies knowledge of individual differences (e.g., developmental characteristics, cultural and language background, academic strengths, learning styles) to select instructional strategies and resources that facilitate ESL students cognitive-academic language development and content-area learning. D. Knows personal factors that affect ESL students content-area learning (e.g., prior learning experiences, familiarity with specialized language and vocabulary, familiarity with the structure and uses of textbooks and other print resources) and applies effective strategies for addressing those factors. TExES English as a Second Language Supplemental (154) Page 9 of 13

10 Competency 007: The ESL teacher understands formal and informal assessment procedures and instruments used in ESL programs and uses assessment results to plan and adapt instruction. A. Knows basic concepts, issues and practices related to test design, development and interpretation and uses this knowledge to select, adapt and develop assessments for different purposes in the ESL program (e.g., diagnosis, program evaluation, proficiency). B. Applies knowledge of formal and informal assessments used in the ESL classroom and knows their characteristics, uses and limitations. C. Knows standardized tests commonly used in ESL programs in Texas and knows how to interpret their results. D. Knows state-mandated Limited English Proficient (LEP) policies, including the role of the Language Proficiency Assessment Committee (LPAC), and procedures for implementing LPAC recommendations for LEP identification, placement and exit. E. Understands relationships among state-mandated standards, instruction and assessment in the ESL classroom. F. Knows how to use ongoing assessment to plan and adjust instruction that addresses individual student needs and enables ESL students to achieve learning goals. TExES English as a Second Language Supplemental (154) Page 10 of 13

11 DOMAIN III FOUNDATIONS OF ESL EDUCATION, CULTURAL AWARENESS AND FAMILY AND COMMUNITY INVOLVEMENT Standards Assessed: English as a Second Language II, VII Competency 008: The ESL teacher understands the foundations of ESL education and types of ESL programs. A. Knows the historical, theoretical and policy foundations of ESL education and uses this knowledge to plan, implement and advocate for effective ESL programs. B. Knows types of ESL programs (e.g., self-contained, pull-out, newcomer centers, dual language, immersion), their characteristics, their goals and research findings on their effectiveness. C. Applies knowledge of the various types of ESL programs to make appropriate instructional and management decisions. D. Applies knowledge of research findings related to ESL education, including research on instructional and management practices in ESL programs, to assist in planning and implementing effective ESL programs. TExES English as a Second Language Supplemental (154) Page 11 of 13

12 Competency 009: The ESL teacher understands factors that affect ESL students learning and implements strategies for creating an effective multicultural and multilingual learning environment. A. Understands cultural and linguistic diversity in the ESL classroom and other factors that may affect students learning of academic content, language and culture (e.g., age, developmental characteristics, academic strengths and needs, preferred learning styles, personality, sociocultural factors, home environment, attitude, exceptionalities). B. Knows how to create an effective multicultural and multilingual learning environment that addresses the affective, linguistic and cognitive needs of ESL students and facilitates students learning and language acquisition. C. Knows factors that contribute to cultural bias (e.g., stereotyping, prejudice, ethnocentrism) and knows how to create a culturally responsive learning environment. D. Demonstrates sensitivity to students diverse cultural and socioeconomic backgrounds and shows respect for language differences. E. Applies strategies for creating among students an awareness of and respect for linguistic and cultural diversity. TExES English as a Second Language Supplemental (154) Page 12 of 13

13 Competency 010: The ESL teacher knows how to serve as an advocate for ESL students and facilitate family and community involvement in their education. A. Applies knowledge of effective strategies advocating educational and social equity for ESL students (e.g., participating in LPAC and Admission, Review and Dismissal [ARD] meetings, serving on Site-Based Decision Making [SBDM] committees, serving as a resource for teachers). B. Understands the importance of family involvement in the education of ESL students and knows how to facilitate parent/guardian participation in their children s education and school activities. C. Applies skills for communicating and collaborating effectively with the parents/guardians of ESL students in a variety of educational contexts. D. Knows how community members and resources can positively affect student learning in the ESL program and is able to access community resources to enhance the education of ESL students. TExES English as a Second Language Supplemental (154) Page 13 of 13

Purpose English as a Second Language Supplemental (ESL) (154) The purpose of the English as a Second Language Supplemental (ESL) test is to measure the requisite knowledge and skills that an entry-level

TExES English Language Arts and Reading 4 8 (117) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.

TExES Bilingual Target Language Proficiency Test (BTLPT) Spanish (190) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and

TExES English Language Arts and Reading 7 12 (231) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.

TExES Pedagogy and Professional Responsibilities (PPR) EC 12 (160) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation

Purpose Reading Specialist (151) The purpose of the Reading Specialist test is to measure the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess.

Goals, Outcomes, & Performance Criteria Based on the standards set forth by the professional organization, Teachers of English to Speakers of Other Languages, Inc. (TESOL*), the Goals and Standards are

TExES Special Education Supplemental (163) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test

TESOL / NCATE Program Standards STANDARDS FOR THE ACCREDIATION OF INITIAL PROGRAMS IN P 12 ESL TEACHER EDUCATION Prepared and Developed by the TESOL Task Force on ESL Standards for P 12 Teacher Education

Certification Examinations for Oklahoma Educators Oklahoma Subject Area Tests STUDY GUIDE 077 English as a Second Language (ESL) This test is now delivered as a computer-based test. See www.ceoe.nesinc.com

tlac.tamu.edu Reading Specialist Certification Purpose The purpose of the Reading Specialist test is to measure the requisite knowledge and skills that an entry-level educator in this field in Texas public

TESL TRAINING TOPICS FOR PROGRAMS ACCREDITED BY TESL ONTARIO This chart includes 117 TESL training topics. Of these topics, 76 are rated as essential and must be covered by a TESL Ontario accredited program.

Help! My Student Doesn t Speak English. 10 Tips To Help Your English Language Learners Succeed Today 1. Use your test data. Examine the teacher reports for each student who has been assessed with the Assessing

Purpose School Counselor (152) The purpose of the School Counselor test is to measure the requisite knowledge and skills that an entry-level educator in this field in Texas public schools must possess.

1. What is the requirement to have a bilingual education program or a special language program in Texas? Each district with an enrollment of 20 or more students of limited English proficiency in any language

Exceptional Student Education K 12 Section 61 1 Knowledge of foundations of exceptional student education 1. Identify state and federal legislation and case law that have affected the education of students

Reading Specialist Certification Option Reading M.Ed. Program (Beginning Fall 2012) College of Education, University of Texas-Pan American Components of Reading: The Reading Specialist applies knowledge

THE SCHOOL DISTRICT OF PALM BEACH COUNTY Add on Certification Program English for Speakers of Other Languages (ESOL) Endorsement 2011 2016 William F. Malone, Acting Superintendent Constance Tuman Rugg,

86 English as a Second Language MI-SG-FLD086-03 TABLE OF CONTENTS PART 1: General Information About the MTTC Program and Test Preparation OVERVIEW OF THE TESTING PROGRAM... 1-1 Contact Information Test

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK DRAFT July 2013 This document is a working draft. The information in this document is subject to change, and any changes will

1 PERFORMANCE STANDARDS FOR ADVANCED MASTERS PROGRAMS BILINGUAL/BICULTURAL EDUCATION 2 PREAMBLE VINCENTIAN SPIRIT AND URBAN MISSION Given that the School of Education subscribes to the Vincentian spirit

TExES Business Education 6 12 (176) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test Name

English Language Learners English as a Second Language 2012-2013 Objectives: To identify LEP students and provide appropriate ESL services to students enrolled in ESL program Activities Person(s) Responsible

Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) OBJECTIVES Subareas Foundations of Reading Instructional Practices Assessment, Diagnosis, and Evaluation Role of the Reading Professional

AISD Guidelines for Implementation of the Gómez and Gómez Dual Language Enrichment Model These PK 5 guidelines are designed to promote fidelity in the implementation of the Gómez and Gómez Dual Language

Standards-Based Instruction 2 The U.S. educational system has for the last decade focused on standardsbased teaching and assessment. Under the No Child Left Behind Act (2002) every state was required to

Introduction to the English Language Proficiency Standards Purpose All Inclusive English Language Proficiency Standards Guidance Document The ELP Standards provide prerequisite language skills for English

ESL HANDBOOK State Goals Chapter 89.1201 Adaptations for Special Populations Subchapter BB. Commissioner's Rules Concerning State Plan for Educating Limited English Proficient Students The goal of English

Florida Reading Endorsement Alignment Matrix Competency 1 The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL). The

English as a Second Language (ESL) January 2013 It is the policy of the Brazos School for Inquiry and Creativity not to discriminate on the basis of race, color, national origin, sex or handicap in its

Research Into Practice READING Reading Instruction and Reading Achievement Among ELL Students Principles of ELL Reading Instruction Some very straightforward principles, directly supported by research,

The School District of Osceola County, Florida Melba Luciano, Superintendent ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL) ADD-ON ENDORSEMENT 2015 The School District of Osceola County, Florida Student

Snyder ISD Implementation of Bilingual and English as a Second Language Programs Revised 2012 Snyder Independent School District 2901 37 th Street Snyder, TX 79549 325-573- 5401 This school district and

Conversations Between Principals and Teachers ROLE: English as a Second Language Teachers This document utilizes the components within the Danielson Framework for Teaching to provide possible guiding questions

Quality of Academic Program Goals The primary goals of the M.A. TESOL Program are to impart in our students: (1) knowledge of language, i.e., knowledge of the major elements of language as a system consisting

DATA COLLECTION PROCEDURES Following are the directions to collect ELL students in the ESL and Bilingual Education. All data collection forms were either consolidated or revised. The forms are enclosed

ARANSAS COUNTY INDEPENDENT SCHOOL DISTRICT Navigating to the Future English Language Learners (ELL) Program Guidelines and Procedures Governance and Compliance NCLB: TITLE III, PART A (English Language

Understanding the Individual Student Report for the North Carolina IDEA English Language Proficiency Tests (IPT) Kindergarten (Grade K) The IDEA (Individualized Developmental English Activities) English

Program Overview Introduction This guide discusses Language Central for Math s program components, instructional design, and lesson features. What is Language Central for Math? Program Components Language

WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT The English Language Learner CAN DO Booklet Grades 9-12 Includes: Performance Definitions CAN DO Descriptors For use in conjunction with the WIDA English

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

GRANDVIEW INDEPENDENT SCHOOL DISTRICT ENGLISH AS A SECOND LANGUAGE POLICY AND PROCEDURES ESL PROGRAM GOAL and MISSION The goal of the English as a Second Language (ESL) program in Grandview ISD is to enable

The Praxis Series ebooks The Official Study Guide English to Speakers of Other Languages Test Code: 0361 Revised 2011 Study Topics Practice Questions Directly From the Test Makers Test-Taking Strategies

Instructional Strategies for Supporting English Language Learners 1 Comprehension Questions With a colleague, respond to the following questions: 1. The author of this passage is questioning" a. the valorization

CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP) Research has shown that students acquire a second language in the same way that they acquire the first language. It is an exploratory

A Guide for Educators of English Language Learners "The struggle for justice does not end when the school bell rings" Table of Contents Section 1: A General Overview of ELL Education K-12 in New York City

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

Chapter 5 English Language Learners (ELLs) and the State of Texas Assessments of Academic Readiness (STAAR) Program Demographic projections indicate that the nation s English language learner (ELL) student

The School Board of Pinellas County Add-on Certification Program English for Speakers of Other Languages (ESOL) ESOL Endorsement I. PROGRAM TITLE Inservice Program for ESOL Endorsement Add-on Certification

I. Definition and Overview Central Consolidated School District No. 22 TECHNICAL ASSISTANCE AND BEST PRACTICES MANUAL Speech-Language Pathology in the Schools Speech and/or language impairments are those

This test is now delivered as a computer-based test. See www.nystce.nesinc.com for current program information. NY-SG-FLD022-02 Copyright 2006 by National Evaluation Systems, Inc. (NES ) "NYSTCE," "New

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

Preparing Florida Teachers To Work With Limited English Proficient Students September 2001 Introduction 1 Section I: The Mandates for Teaching LEP 2 Students -- The Legal Foundations League of United Latin

To ensure the functioning of the site, we use cookies. We share information about your activities on the site with our partners and Google partners: social networks and companies engaged in advertising and web analytics. For more information, see the Privacy Policy and Google Privacy &amp Terms.
Your consent to our cookies if you continue to use this website.